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This article responds to the important effort, regarding diversity and inclusion, to draw attention to the imbalance in identity representation amongst the ranks of Japanese language teachers and to interrogate whether this is a symptom of native speaker supremacy bias. While recognizing the presence of this bias, I argue that addressing it through frameworks of representation (e.g. increasing the number of non-L1 female-identifying teachers) could inadvertently serve to support largerdoi:10.5195/jll.2020.141 fatcat:qnpzv3yejrenvn5m4tazep7bcy